The graphical representation of the self-image in early development: twins and singletons in comparison

ABSTRACT

The construction of self, a fundamental process for development. Twins, as they grow together, may encounter greater difficulties in individuation process. The present study aims to investigate the construction of the image of the self and of the self with its own twin/sibling through the drawing of the human figure and to highlight any differences in these representations between monozygotic twins, dizygotic twins, and non-twins. A sample of 105 children aged between 4 and 6 years participated in the research. From the analysis of the drawings of the self and of the self with the sibling, differences in self-representation and representation with the sibling have emerged and can be understood in the light of the separation and individuation process that characterizes the development of the self-image. In particular, greater tendencies have emerged for monozygotic twins to represent themselves differently from the co-twin and for dizygotic twins to show identical figures.

KEYWORDS:

• Twins
• self-representation
• self-image
• separation–individuation process
• children’s drawings
• human figure drawing
• early child development

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Laura Elvira Prino is a lecturer in family relationship and developmental psychology in the Department of Philosophy and Educational Science, University of Turin, Turin, 10123 TO. Her main research interests are the study of family relation and early child development.

Tiziana Pasta is a lecturer in child observation in the Department of Philosophy and Educational Science, University of Turin, Turin, 10123 TO. Her main research interests are the study of child observation and children’s drawing.

Francesca Giovanna Maria Gastaldi is a lecturer in educational psychology in the Department of Philosophy and Educational Science, University of Turin, Turin, 10123 TO. Her main research interests are the study of classroom relational dynamics, children's play, and educational psychology.

Claudio Longobardi is an assistant professor in the Department of Psychology, University of Turin, Turin, 10123 TO. His main research interest is the study of teacher–child relationships in situations of typical and atypical child development.

ORCID

C. Longobardi http://orcid.org/0000-0002-8457-6554